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October 11, 2024
October 11, 2024
  •  Critical Care Disaster Recovery Plan

In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace- mapping, which you will present to city officials and the disaster relief team.

Critical Care Disaster Recovery Plan 
Before you complete the detailed instructions in the courseroom, first review the full scenario and associated data below. Please refer back to this resource as necessary while you complete your assessment. Introduction For a health care facility to be able to fill its role in the community, it must actively plan not only for normal operation, but also for worst-case scenarios which could occur. In such disasters, the hospital’s services will be particularly crucial, even if the specifics of the disaster make it more difficult for the facility to stay open. As the senior nurse at Lake Park Hospital, you play a vital role in ensuring the hospital’s readiness for disasters and its ability to recover from them. The hospital administrator wants to discuss disaster preparedness and recovery with you. Before the conversation, it would be helpful to familiarize yourself with the background information on events that have occurred in Lake Park in recent years, including the involvement of the hospital.

Background Investigate further for relevant background information. Headline: “COVID-19 Crisis Hits Lake Park, Exposing Socioeconomic Disparities” Date: July 15, 2020 Lake Park, GA – The tranquil rural community of Lake Park has been thrust into the spotlight as it grapples with the devastating effects of the COVID-19 pandemic. The crisis has not only exposed the vulnerabilities of the healthcare system but has also highlighted the socioeconomic disparities that have long plagued the area. Lake Park, with a population of approximately 30,000 people, has faced significant challenges in responding to the pandemic. The lack of healthcare infrastructure and limited access to medical resources have made it difficult for residents to receive timely and adequate care. The nearest hospital is located 60 miles away, posing a significant barrier for those in need of critical medical attention. Critical Care Disaster Recovery Plan

Furthermore, the demographics of Lake Park contribute to the vulnerability of its residents. According to recent studies, rural communities, particularly those with low socioeconomic status, face higher risks during disasters such as the COVID-19 pandemic. These populations often have limited access to healthcare, lower levels of education, and higher rates of poverty, making them more susceptible to the virus and its consequences. The impact of the pandemic on Lake Park has been far-reaching. The local economy, heavily reliant on industries such as agriculture and tourism, has been severely affected. Many businesses have shuttered, leading to widespread job losses and economic instability. The closure of schools and limited access to remote learning resources have also disrupted the education of Lake Park’s youth, exacerbating existing educational disparities. Critical Care Disaster Recovery Plan

Fact Sheet: Lake Park, GA Population: 30,000 Median Household Income: $58,000 Percentage of Population Below Poverty Line: 20% Racial/Ethnic Composition: White: 55% Black: 35% Hispanic 5% Two or more races: 3% Other race: 2% Education High school graduate or higher, percent of persons age 25 years+: 84.0% Bachelor’s degree or higher, percent of persons age 25 years+: 18.5% Health With a disability, under age 65 years: 10.8% Persons without health insurance, under age 65 years: 12.5% Income & Poverty Median household income: $37,476 Per capita income in past 12 months: $20,274 Persons in poverty: 23.0 Critical Care Disaster Recovery Plan

Interprofessional Staff Interviews Dr. Luisa Gonzalez, Hospital Administrator: “Good morning, everyone. As we all know, the COVID-19 pandemic presented numerous difficulties and challenges for our healthcare system. Today, let’s reflect on the past and discuss the impact it had on our interprofessional medical team, including the difficulties we faced, the mortality rates, and the positive impacts we made.” Nurse Kaley Grant, ICU: “Absolutely, Dr. Smith. The pandemic brought forth unprecedented challenges, especially for those in low socioeconomic status (SES). We witnessed how people in poverty and with low incomes were disproportionately affected by the virus. The disparities in healthcare access and quality became even more apparent during this crisis. It was disheartening to see the high rates of COVID-19 cases and deaths in our communities.” Dr. Linh Boswell, Psychiatrist: “Yes, the mortality rates were devastating. We lost many patients despite our best efforts to provide care. The difficulty in containing the pandemic was exacerbated by demographic shifts and the rise of globalization and urbanization. It was a constant struggle to keep up with the overwhelming number of cases and the strain it put on our healthcare system.” Bill Reiner, Social Worker: “The impact on mental health was also significant. Many individuals experienced isolation, anxiety, and grief due to the loss of loved ones. We had to adapt our support services to meet the increased demand for mental health resources. It was challenging to provide the necessary emotional support remotely and address the unique needs of each patient.” Dr. Tom Sowka, Pharmacist: “On a positive note, our interprofessional team showed great resilience during the pandemic. We worked together to ensure that our patients received the best possible care despite the challenges we faced. Our collaboration and communication were crucial in navigating the complexities of the situation.” Dr. Luisa Gonzalez, Hospital Administrator: “Absolutely, Tom.  Critical Care Disaster Recovery Plan Our ability to adapt and work as a cohesive team was commendable. We implemented new protocols, shared information and resources, and supported each other throughout the crisis. Our dedication to patient care and our commitment to each other’s well-being made a significant impact.” Nurse Kaley Grant, ICU: “I also want to highlight the positive impact we made in our community. Despite the difficulties, we provided essential healthcare services to those in need. Our efforts to educate the public, promote preventive measures, and administer vaccines played a vital role in mitigating the spread of the virus.” Bill Reiner, Social Worker: “That’s true, Nurse Johnson. We were able to provide support not only to our patients but also to their families. Our collaboration with community organizations

and the establishment of interprofessional communication teams helped ensure that families received the information and resources they needed during such a challenging time.” Dr. Peter Jenski, Internal Medicine. “Overall, we faced immense difficulties and witnessed the devastating impact of the pandemic. However, our resilience, teamwork, and dedication to our patients allowed us to make a positive difference. We should be proud of the work we did and continue to learn from this experience to better prepare for future crises.” Dr. Tom Sowka, Pharmacist: “I couldn’t agree more, Peter. The lessons we learned during this pandemic will undoubtedly shape our approach to future emergencies. It is essential that we continue to prioritize interprofessional collaboration, address healthcare disparities, and strengthen our healthcare system’s preparedness and response capabilities.” Dr. Luisa Gonzalez, Hospital Administrator: “Thank you, everyone, for sharing your insights and reflections. Our collective efforts during the COVID-19 pandemic made a significant impact on our patients and our community. Let’s continue to learn, adapt, and work together to provide the best possible care in the face of future challenges.”

Request from Administrator Dr. Luisa Gonzalez, Smallville Hospital Administrator, has asked you to present a compelling case to community stakeholders for the proposed disaster recovery plan. She requests you use the MAP-IT model, which is a step-by-step, structured plan that can be developed by a coalition that is tailored to a specific community’s needs. The MAP-IT model involves all stakeholders, making for a widely-supported and community- owned effort. It assesses assets as well as needs and looks for ways to use them. The five steps of the MAP-IT model are: Critical Care Disaster Recovery Plan

1. Mobilize individuals and organizations that care about the health of your community into a coalition.,

2. Assess the areas of greatest need in your community, as well as the resources and other strengths that you can tap into to address those areas.,

3. Plan your approach: start with a vision of where you want to be as a community then add strategies and action steps to help you achieve that vision.,

4. Implement your plan using concrete action steps that can be monitored and will make a difference.,

5. Track your progress over time., In addition to using the MAP-IT model work up an approach supported by Healthy People 2020 and put it all into a PowerPoint., You can save the PowerPoint deck and the audio of its accompanying presentation at the public library so that the public can access it and see that

you’re serious. By doing this, you can create a prototype for other local communities near this one, and possibly other facilities in the organization. To ensure that the disaster recovery plan is effective, you can also involve diverse stakeholders, replace guesswork and hunches with data- driven decisions, and create comprehensive, detailed plans that define the roles and responsibilities of disaster recovery team members and outline the criteria to launch the plan into action.

October 11, 2024
October 11, 2024

Health Information Management

Imagine yourself as a manager in an area of Health Information Management (Coding, Data Analyst, Revenue Cycle Coordinator or Director, Clinical Coordinator, Consultant, or Project Manager HIE), you have been asked to develop a presentation for a facility wide performance improvement plan. Here are a few examples of performance improvement initiatives: patient satisfaction, physician satisfaction, employee satisfaction, improvement to workflow processes improvement to leadership orientation, development and improvement of employee competence, etc.,

 

Health Information Management

The assignment for Week 6 is to prepare a table of contents for a facility wide performance improvement plan document and submit it. See the required readings for this week for further details. This is due this week.

Submit your assignment.

Health Information Management

Imagine yourself as a manager in an area of Health Information Management (Coding, Data Analyst, Revenue Cycle Coordinator or Director, Clinical Coordinator, Consultant, or Project Manager HIE), you have been asked to develop a presentation for a facility wide performance improvement plan,. Here are a few examples of performance improvement initiatives: patient satisfaction, physician satisfaction, employee satisfaction, improvement to workflow processes improvement to leadership orientation, development and improvement of employee competence, etc.,

The assignment for Week 6 is to prepare a table of contents for a facility wide performance improvement plan document and submit it., See the required readings for this week for further details. This is due this week.,

Submit your assignment.

October 11, 2024
October 11, 2024

Project Outline and Themes

Discussion Topic: Project Outline and Themes Personal AssignmentsProject Outline and Themes Personal Assignments

Dear Student:

As you may read in the following lines to this announcement you will find an outline for the activities and analysis you need to complete in order to receive the credit for the course project in the moments of the term that are indicated. Also your assignment is followed by your last name in bold.

 

Project Outline and Themes

PROJECT OUTLINE

This is an outline to guide students in the preparation of the STA2023 Course Project Base Learning Themes by Under-Graduate Research

Rationale:

The project is a term paper oriented in week II, controlled by the end of each course module and completed in week before to the final week of the term and shows the integrative result of research by collecting, organizing, displaying and understanding data. The project has partial checks in each module and an expected commitment to produce a presentation during a scientific event, with concentration in the descriptive statistics of the data collected, which may be a partial presentation of the project at certain point of its execution. The work includes a final technical report in writing about the characteristics of data in both, the descriptive and the inferential procedures, as the description of the methods necessary to provide evidence and how the models inference approach the data collected, and therefore producing inferences for the variable in the targeted population, using quantitative and qualitative facts via the exploratory data and probability distribution function analysis method. Project Outline and Themes

The Topics for the projects are selected based on the professional interests of the state of the art in research.

The Report is an academic term paper that is structured in Title; Author; Abstract; Introduction (following the previous explanations in above paragraphs); methods, results, conclusions, and bibliographic references.

PROCEDURE:

Initial interview:

This activity is conducted over the Module 1 Week II ( VIII mini ) and includes: a) Theme definition b) Preliminary search for main information to validate the theme, using Microsoft copilot. This is what is evaluated as Project submission in Module Assessment Score 1, as per the system of evaluation.

Data Collection: collect meaningful raw data according to the principles explained in class. Size must be according to the case, maintaining the principle that data must be as representative as possible of the population under analysis, follow principles explained in chapter 1, about necessary sample size. Using data from the office of the Census website, or the Department of Labor Statistics, or the Department of Health, the CIA World Fact book websites, The Bureau of Economic Analysis, The United Nations, and the corresponding organizations that poll the population of different countries. Consult Dr. Bestard’s Assignment – Mathematics – Library Resources for Students – LibGuides at Miami Dade College Learning Resources (mdc.edu)Links to an external site.and /or   Online Weather Center, powered by Earth NetworksLinks to an external site.. If the project is developed in reference to the comparison of two populations with respect to a specific variable, collect the corresponding evolution of the structure of the population in each group (gender and ethnicity) and the average family income, for example to dispose the circumstances where the comparison takes place. You may also be supported by the Learning Resources at https://www.mdc.edu/learning-resources/research-tools-services/Links to an external site..

While by the end of WEEK VI (week IX mini)you will submit the well-structured results found in the research of data collection in an email sent to my mdc.edu account. If necessary,  plan a meeting with the professor to interchange info and details in the progress. Continue and complete the data collection and show your progress in that topic compared to the first checkup you did in the past Week IV.

Present data collection and discussion of bias and the sources used to collect data,

Produce the stem and leaf for the main quantitative variable; histogram and box plots bar graph for collateral categorical variable., Write the discussion of the displays to present as descriptive statistics evidence, based on the five characteristics of data (center variability and shape of distribution presence of outliers and evolution of data., Present the descriptors panel with a statement analyzing every descriptor.,

in addition to the previous Assess the presence of outliers always using several methods: fences Z-scores and probability. ,Write the discussion of the presence of outliers Project Outline and Themes,

Present the Normality Test and the Chi-Square Goodness of fit, that verifies the validity of the sample data with respect to the population.  Write the discussion of such tests.

Produce Chi-square tests to state inferential criteria test independence and /or goodness of fit for qualitative variables, explain the rationale for selecting hypotheses and significance level, as well as the conclusion and interpretation, intended to assist in describing the targeted population.

Explain the normality of data using technology (using technology as a summary of the other remaining descriptive methods). Then for the quantitative variables use stem and leaf displays, box plots and histograms, to facilitate the explanation of the characteristics of each variable, according to examples conducted in class.

By the WEEK VII( week X mini)

The student must be able to document the descriptive statistics, explaining the sample technique that was used proficiently, identify sources of bias, produce and discuss a stem and leaves, box plot, histogram, full descriptors panel discussing each of the descriptors and its meaning for the data collected. The Normality Test and a collateral variable using Chi Square test of Goodness of fit to validate such data collected.

Produce customs side by side stem and leaf displays; frequency distribution tables ( if necessary); Side by Side Relative Frequency Polygons; Side by Side Box plots; Bar Graphs for the variables involved in the study. Use same intervals in all the displays for each of the quantitative variables, as a logical comparative method.

Produce Normality Tests for the quantitative variables, explain the rationale for selecting hypotheses and significance level, as well as the conclusion and interpretation of the test, the full Descriptive Statistics (use MINITAB), Control Chart for the main quantitative variable, Time Series if necessary.

By the Week VIII( week X mini):

The student must incorporate the early inferential techniques of Correlation -Regression and Normality test, for the main quantitative variables that show potential level of association or correlation   described before; Chi-Square Goodness of fit and Chi-Square test for Independence applied to categorical variables involved in the study.  Presenting the partial results in a meeting with the professor. This will be the second grade in the Module Assessment Score

By the Week IX Week XI mini):  

The student will explain the interpretation of the confidence intervals, hypothesis testing, ANOVA, and get along with the literature that may have provided information for your data collection, explaining the validity of the data using Normality test Chi Square Goodness of fit with the models the Office of the Census provide for the reference variables. Use Minitab software and request all the help you may need but never procrastinate, Tutors are available in Hialeah Campus Learning Resources; other technologies with different platforms can be used, but the corresponding interpretation is imperative.

Week XI( week XII mini): Data Understanding: Produce Confidence Intervals, for the Mean, the Proportion (as appropriate) and the Variance. Develop Hypotheses tests to test one population Parameter and the difference of Means or Proportions. Project Outline and Themes

Develop the Correlation- Regression analysis for the association predictor response of two variables in the study or conduct ANOVA. It is critical every student understands that the execution of the project is not a unique last-minute activity, but a continuous one that is checked and graded in every module

SUBMISSION DEADLINE: Week XIV

Information for presenters:

Following the guidelines of the poster presentations in Learning Resources, use the report to construct a brief power point presentation and from there the poster by registering for the SoS Symposium or Hialeah Campus Symposium from now, to present your results.

October 11, 2024
October 11, 2024

Developmental Autobiography

Part I of your paper will discuss your developmental journey by identifying critical episodes (peaks and troughs) that you have experienced over your lifetime.  This may include people / mentors, career roles, lessons, educational background, and significant experiences that may have played a role in shaping and contributing to your development over the course of your life.

 

Developmental Autobiography

As you share your developmental journey, its recommend that you organize your paper using sub-headings to section off your paper as well. There are a few ways that you may choose to organize your paper. Here are a few suggestions.  You may mix and match these options.

  • Stages of your life (childhood, young adulthood, adulthood, etc.)
  • Significant / impactful moments, milestones, or turning points that have contributed to your development.
  • Experiences, education, jobs, and people that have contributed to your development.
  • Age Ranges that help you discuss a timeline approach to your development.
  • The following are prompts that my help you think of how to organize your paper: Developmental Autobiography
    • What were your typical ways of thinking and acting earlier in your life?,
    • What are your typical ways of thinking and acting now?,
    • What are your future aspirations for developing how you think and act?,
    • What has triggered your own development toward greater maturity?,
    • What might be triggering your development now?,

Feel free to also incorporate any discoveries made about your development through the course activities and readings as appropriate.

Part I should be written in first person. Be sure to use real-world examples to explain the impact (not just tell) the reader about the evolution of your development. This paper will only be read by the professor and will not be shared with other students. As a resource, there are a few sample papers provided under the Student Resources section.  Developmental Autobiography

This assignment must be written in APA format with a proper title page and reference page. It is expected that each part of your paper will be 4- 5 pages long

October 11, 2024
October 11, 2024

FNP Heart Failure

This is step one- which is completed, step two is towards the bottom

Activity Report—Assignment 4.1

 

FNP Heart Failure

Student: Bianca Maximin

Title: FNP Heart Failure

Date completed: 10/01/2024

Introduction of Problem and Population

In one sentence share what population and problem you want to address. This is the “P” in PICOT (population or patient problem).

1. Outpatient example: Adolescents ages 8 – 18 frequently suffer from anxiety and depression that is often underdiagnosed or not diagnosed due to a lack of consistent screening protocols.

Answer: Heart failure management in outpatient settings is crucial due to the increasing prevalence of the condition, which necessitates improved care strategies to reduce hospital readmissions and enhance patient outcomes.

Reviewer will provide feedback and points out of 25.

FNP Heart Failure

Background of Project Need

In one sentence share why this is a gap or needs in this patient population.

1. Outpatient example: According to the CDC (2023), between the years of 2016 and 2019, approximately 5.8 million (9.4%) children ages 13–17 were diagnosed with anxiety and approximately 2.7 million (4.4%) children ages 13–17 were diagnosed with depression (CDC, 2023)

1. Inpatient example: According to the National Council on Aging [NCOA] (2021), up to 5 million older adults experience abuse yearly (NCOA, 2021)

Answer: Heart failure affects over 6.2 million people in the U.S., with outpatient settings representing a high-risk area due to frequent disease relapses and readmissions, highlighting the need for enhanced management approaches to improve patient care and reduce healthcare costs (Bowen et al., 2020).

FNP Heart Failure

Reviewer will provide feedback and points out of 25.

Project Purpose Statement

What is the overarching goal of your project?

1. Outpatient example: The overarching goal of this project is for ABC clinic in XYZ, US, to adopt the use of the PHQ-A screening protocol on all patients ages 8-18 seen during their well-child visit.

1. Inpatient example: The overarching goal of this project is for DEF hospital in QRS, US to consistently screen all patients ages 60+ for risk of elder abuse on admission using the EM-SART screening tool.

Answer: The purpose of this project is to improve heart failure management in outpatient settings by implementing advanced monitoring and follow-up care strategies, ultimately reducing readmissions and enhancing patient outcomes.

FNP Heart Failure

Reviewer will provide feedback and points out of 25.

Literature Review

Find three articles less than 5 years old and summarize in three sentences the significance of the problem the need for your intervention (proposed project) and how this will improve patient outcomes.

Answer: Bowen et al. (2020) highlight that heart failure affects over 6.2 million individuals in the United States with its prevalence expected to rise due to advancements in cardiovascular treatments and the aging population., Kwok et al. (2021) underscore that nearly a quarter of heart failure patients are readmitted within 30 days contributing to the over $30 billion annual financial burden on the healthcare system. ,Alshammari et al. (2022) emphasize that nurse-led interventions patient education and telemonitoring technologies significantly reduce heart failure readmissions improving patient outcomes and reducing the strain on healthcare services.,

Reviewer will provide feedback and points out of 15.,

References

List the references you will be using in APA format.

Alshammari, W. F., Alenazi, E. M., Alotaibi, A. M., Al-Wahishi, A. A. I., & Alshehri, A. M. (2022). Nursing interventions in long-term heart failure management. Advances in Clinical and Experimental Medicine, 9(4). https://journal.yemdd.org/index.php/acamj/article/view/260

Bowen, R. E., Graetz, T. J., Emmert, D. A., & Avidan, M. S. (2020). Statistics of heart failure and mechanical circulatory support in 2020. Annals of Translational Medicine, 8(13). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7396255/

Kwok, C. S., Abramov, D., Parwani, P., Ghosh, R. K., Kittleson, M., Ahmad, F. Z., … & Mamas, M. A. (2021). Cost of inpatient heart failure care and 30-day readmissions in the United States. International Journal of Cardiology, 329, 115-122. https://www.sciencedirect.com/science/article/abs/pii/S0167527320342686

Slavin, S. D., Khera, R., Zafar, S. Y., Nasir, K., & Warraich, H. J. (2021). Financial burden, distress, and toxicity in cardiovascular disease. American Heart Journal, 238, 75-84. https://www.sciencedirect.com/science/article/abs/pii/S0002870321001137

Reviewer will provide feedback and points out of 10.

FNP Heart Failure

Reviewer will evaluate your submission and provide a grade out of 100. Please complete the following prompts below to export and submit your results.

This is Step 2

Please also include specific screening tool and interventions.

October 11, 2024
October 11, 2024

Developmental Journey  Critical Episodes

Part I of your paper will discuss your developmental journey by identifying critical episodes (peaks and troughs) that you have experienced over your lifetime.  This may include people / mentors, career roles, lessons, educational background, and significant experiences that may have played a role in shaping and contributing to your development over the course of your life.

 

Developmental Journey  Critical Episodes

As you share your developmental journey, its recommend that you organize your paper using sub-headings to section off your paper as well. There are a few ways that you may choose to organize your paper. Here are a few suggestions.  You may mix and match these options.

  • Stages of your life (childhood young adulthood adulthood etc.),
  • Significant / impactful moments, milestones or turning points that have contributed to your development.,
  • Experiences education jobs and people that have contributed to your development.,
  • Age Ranges that help you discuss a timeline approach to your development.,
  • The following are prompts that my help you think of how to organize your paper:,
    • What were your typical ways of thinking and acting earlier in your life?,
    • What are your typical ways of thinking and acting now?,
    • What are your future aspirations for developing how you think and act?,
    • What has triggered your own development toward greater maturity?,
    • What might be triggering your development now? Developmental Journey  Critical Episodes,

Feel free to also incorporate any discoveries made about your development through the course activities and readings as appropriate.

Part I should be written in first person. Be sure to use real-world examples to explain the impact (not just tell) the reader about the evolution of your development. This paper will only be read by the professor and will not be shared with other students. As a resource, there are a few sample papers provided under the Student Resources section.  Developmental Journey  Critical Episodes

This assignment must be written in APA format with a proper title page and reference page. It is expected that each part of your paper will be 4- 5 pages long

October 11, 2024
October 11, 2024

Hypothetical Health Promotion Plan

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

 

Hypothetical Health Promotion Plan

Collapse All

Introduction

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

For this assessment, you will conclude the clinical learning activity you began in Assessment 1. Hypothetical Health Promotion Plan

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).,

Please review the assessment scoring guide for more information.,

To prepare for the assessment you may wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.,

Note: As you revise your writing check out the resources listed on the Writing Center’s Writing Support page.,

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.,

Instructions Hypothetical Health Promotion Plan

Complete the following:

  • Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. ,The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
  • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
  • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

Supporting Evidence

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

Graded Requirements Hypothetical Health Promotion Plan

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to a hypothetical individual or a group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
    • Follow APA style and formatting guidelines for citations and references.

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October 11, 2024
October 11, 2024

Identities and Social Positionality

Let’s start with taking some time to reflect upon our identities and our social positionality.

These aspects of ourselves shape our perceptions (or the lens through which we see) including in our professional field of nursing to determine how we relate to health, healing, and disease.

 

Identities and Social Positionality. 

It is important to be self-aware regarding our worldviews and perceptions. This helps us understand what we bring to the interactions we have with patients and colleagues and is foundational to the work of addressing health equity.

The “identity” exercise (linked below) provides a structure for considering aspects of our identity and our positionality. Several reflection questions help us go deeper to consider how these shape our experiences and also our views on health and wellness.

As you engage in these self-reflection exercises know that it’s ok to not know or to feel uncomfortable or awkward. ,Take some time and be honest with yourself., Every single one of us is on a journey of personal and professional growth and it’s ok to be wherever we are on the path.

Assignment Objectives

  1. Clarify significant aspects of personal identity and relative positionality,
  2. Reflect upon how our unique “lens” shapes our worldview and perspectives related to race and racism as well as health and wellness,

Identities and Social Positionality.

Let’s start with taking some time to reflect upon our identities and our social positionality.

These aspects of ourselves shape our perceptions (or the lens through which we see) including in our professional field of nursing to determine how we relate to health, healing, and disease.

It is important to be self-aware regarding our worldviews and perceptions. This helps us understand what we bring to the interactions we have with patients and colleagues and is foundational to the work of addressing health equity.

The “identity” exercise (linked below) provides a structure for considering aspects of our identity and our positionality. Several reflection questions help us go deeper to consider how these shape our experiences and also our views on health and wellness.

As you engage in these self-reflection exercises, know that it’s ok to not know or to feel uncomfortable or awkward. Take some time and be honest with yourself. Every single one of us is on a journey of personal and professional growth and it’s ok to be wherever we are on the path.

Assignment Objectives

  1. Clarify significant aspects of personal identity and relative positionality
  2. Reflect upon how our unique “lens” shapes our worldview and perspectives related to race and racism as well as health and wellness
October 10, 2024
October 10, 2024

International Perspective

*Please answer the following questions and make sure that your response is 500 words are more for each and in complete sentences. Please cite your sources. *

 

International Perspective

  1.  How can studying foreign legal systems help us understand our own?
  2. What is the European Union, and how is it important to criminal justice?
  3. How do the historical, political and descriptive approaches to comparative study differ?
  4. In what ways are classification strategies helpful when studying comparative justice?

We All Are Criminals-TEDx Talk

Please watch the video and give seven key points or statements that you gain from watching the video. Make sure to explain each key points or statements and give a critique of the video in your own words.

https://youtu.be/qkpzNxVUfkMLinks to an external site.

Submission of Assignments: All major assignments for this course will be submitted electronically using Canvas. Please use a standard 12-point font such as Times New Roman, Palatino, or Garamond. Use one-inch margins and standard APA headers and double-space all documents. Make sure you include your name, title of the course and date on all submissions. Do not send assignments to my email address failure to do so is an automatic 0 for that particular assignment (s).

WILL TAKE OFF POINTS FOR NO HEADERS

International Perspective

*Please answer the following questions and make sure that your response is 500 words are more for each and in complete sentences. Please cite your sources. *

  1.  How can studying foreign legal systems help us understand our own?,
  2. What is the European Union and how is it important to criminal justice?,
  3. How do the historical political and descriptive approaches to comparative study differ?,
  4. In what ways are classification strategies helpful when studying comparative justice? International Perspective,

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October 10, 2024
October 10, 2024

Body Ritual of the Nacirema Reflection

Comprehension and Reflection Questions

Directions: Please respond to the following questions in complete sentences in a document and upload. 

 

Body Ritual of the Nacirema Reflection 

1. How well does Miner seem to know the Nacirema?

2. What kinds of words are used to describe the Nacirema?

3. What do the Nacirema say about “mouth rituals?”

  1. What is the precise geographical location of this strange tribe the Nacirema?,
  2. What are the private and secret shrines of the Nacirema?,
  3. Who are the Nacirema’s holy‑mouth‑men?,
  4. What is the latipso used by Nacireman medicine men?,
  5. Who is the Nacirema witch‑doctor “listener” who is able to cure bewitched people?,
  6. Were you surprised when you figured out who the Nacirema are? Explain why or why not. Body Ritual of the Nacirema Reflection,
  7. How does Body Ritual Among the Nacirema help us understand our own view of other cultures and how we are viewed by other cultures?,
  8. Why do some of the practices and rituals of other cultures seem odd or foreign to us? How do our own cultural norms affect our understanding and perception of other cultures?
  9. What assumptions do we make about other cultures? What are some examples of practices in other cultures that we find odd and hard to understand? (For example, arranged marriages, eating and preparing unusual foods, ritual body piercing, rites of passage.)
  10. Go back to the brainstorm list created earlier about a specific cultural group. What are the listed assumptions based on? How does our own cultural worldview affect how we perceive this specific group?
  11. What techniques can we use to notice when we are making assumptions about others, and how can we avoid this?
  12. Is Miner’s interpretation of Nacirema body rituals ethnocentric? Why or why not?

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Body Ritual of the Nacirema – Comprehension and Reflection Questions

Directions: Please respond to the following questions in complete sentences in a document and upload. 

1. How well does Miner seem to know the Nacirema?

2. What kinds of words are used to describe the Nacirema?

3. What do the Nacirema say about “mouth rituals?”

  1. What is the precise geographical location of this strange tribe, the Nacirema?
  2. What are the private and secret shrines of the Nacirema?
  3. Who are the Nacirema’s holy‑mouth‑men?
  4. What is the latipso used by Nacireman medicine men?
  5. Who is the Nacirema witch‑doctor “listener” who is able to cure bewitched people?
  6. Were you surprised when you figured out who the Nacirema are? Explain why or why not.
  7. How does Body Ritual Among the Nacirema help us understand our own view of other cultures and how we are viewed by other cultures?
  8. Why do some of the practices and rituals of other cultures seem odd or foreign to us? How do our own cultural norms affect our understanding and perception of other cultures?
  9. What assumptions do we make about other cultures? What are some examples of practices in other cultures that we find odd and hard to understand? (For example, arranged marriages, eating and preparing unusual foods, ritual body piercing, rites of passage.)
  10. Go back to the brainstorm list created earlier about a specific cultural group. What are the listed assumptions based on? How does our own cultural worldview affect how we perceive this specific group?
  11. What techniques can we use to notice when we are making assumptions about others, and how can we avoid this? Body Ritual of the Nacirema Reflection
  12. Is Miner’s interpretation of Nacirema body rituals ethnocentric? Why or why not?

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